Reader’s Theater
What is it?
Reader's Theater is an activity in which a group of presenters read in front of an audience. Similar to
theater, the presenters read the script with expressions, emotions and voice. In contrast with a theater,
the presenters don't have to memorize his or her lines. Example: https://youtu.be/Bq0Ohvo_b1U
What are the benefits of R.T.?
Reader’s Theater develops fluency in reading through recurring exposure to plays. The activity also
accelerates the understanding of the situation in audience. It is an activity that integrates reading,
speaking, listening, expressing and learning into a single assignment.
http://www.theaterseatstore.com/readers-theater
Day 1:
1. Take a few moments to read over your assigned script & think about the part that you would like.
2. With the other members of your play, work together to assign parts. Rock, paper, scissors or some
similar method should be used if more than one person wants the same part. This step should
take no longer than 4-5 minutes.
3. Now that you have your parts, read the script again. Stay seated, but read it out loud with your
group this time. Pay attention to stage directions & be nice to those who may stumble or mess up
during this first try. Do not make anyone feel bad about mispronounced words.
4. Have a quick group discussion about the play. What is happening in the story? What do you think
of the characters? Etc.
5. Read the script again, but this time, spend more energy trying to understand exactly what is going
on in each scene. Try to envision (think about) creative opportunities such as simple staging,
props, and costumes that might help your audience better understand what is happening.
Highlight the words that tell about anything you’ll need to act out—words in either the stage
directions or other readers’ speeches. If you’re given extra stage directions later, write them in the
margin in pencil.
6. Discuss your ideas for simple staging, props, background image and costumes as a group. You can
bring props from home to help tell your story. Also, stools and chairs are excellent for suggesting
sets, as well as being good props. In reader’s theater, you don’t build entire sets, but you can
suggest them. What the narrator describes is made real by the characters’ movements and mime.
Day 1 Homework:
7. Take your play home & practice reading your part aloud for homework tonight. Bring props and
simple staging items to class tomorrow if your group decided to use them.
Day 2:
8. Rehearse your play. Stand up & try to act it out as you read. You do not need to memorize your
lines, but you should be very familiar with them and be able to read them aloud fluently (be able to
pronounce all of the words, speak clearly and with appropriate volume, add inflection and
emotion appropriate to what you are saying and what is happening).
9. Work together to offer feedback, praise, and suggestions. Remember that your goal is to be
helpful in a patient and kind way. Mean and frustrated comments will not be helpful, nor will they
be acceptable.
10. Create a Google Slides presentation of setting background images. You will create one slide per
scene in your play. Please share it with each other & with Mrs. Johnston
([email protected]).
Day 2 Homework:
11. Take your play home & practice reading aloud & acting out your part for homework tonight. Don’t
forget to bring any staging items to class tomorrow.
Day 3:
It’s the day of the play! Each group will have 5 minute prep times to stage the classroom & have any last
minute discussions prior to performance. Take your role seriously, as they will be RECORDED. Oh, and
Break a Leg! 
Audience members are quiet, attentive, and respectful
throughout the entire performance.
Appropriate clapping at the end of the play is appreciated.
Grading and Assessment:

Group members will complete a group evaluation form at the conclusion of their performance.
This will give you an opportunity to let Mrs. Johnston know how well you worked together, and
whether or not each person in your group contributed equally. Immediately after your
presentation, each of you will click on the link in Google Classroom for the Group
Evaluation Form. This will take you to a Google Form to complete.

Audience members will complete Cinderella Around the World chart as each group performs. a
discussion on the cultural values presented in the story, and an explanation of the themes &
stylistic elements presented in each of the skits. You will have time at the end of all
presentations to catch up on anything you need more time for.

Mrs. Johnston will also be completing a grading rubric as you perform. That rubric is attached.
All elements will be combined into a MAJOR GRADE.
Teacher Grading Rubric
Folktale Reader’s Theater
Bravo!
12-13
Always worked well
with others. Resolved
conflicts respectfully.
Nice Work!
10-11
Mostly worked well
with others and
resolved conflicts
respectfully.
You were a quiet and
respectful audience
member throughout
each of the skits. You
were alert, paying
attention, and making
eye contact the entire
time. At the end of
every performance,
you clapped
appropriately.
You completed a
thoughtful evaluation
for each of your group
members. Your
evaluations show that
you were a great asset
to your group.
You were a quiet and
respectful audience
member throughout
most of the skits. You
were mostly alert,
paying attention, and
making eye contact the
entire time. At the end
of most performances,
you clapped
appropriately.
You completed an
evaluation for each of
your group members.
Your evaluations show
that you participated
well your group.
Cinderella Chart
You submitted a
thoughtful & complete
chart entry for each of
the presentations.
You submitted a
complete chart entry
for each of the
presentations.
Enunciation During
Performance
Audience could
understand each word
spoken. You always
spoke clearly without
mumbling.
Audience could hear
each word spoken.
Volume was perfect
level.
You always used
expression, got into
character &
maintained excellent
eye contact with the
audience. It was clear
that you rehearsed
your part.
Maintained character
through whole play,
even when not
speaking.
Audience could
understand most
words spoken. You
mostly spoke clearly
without mumbling.
Audience could hear
most words spoken.
Volume was good
level.
You mostly used
expression, got into
character &
maintained good eye
contact with the
audience. It was clear
that you rehearsed
your part.
Maintained character
through most of the
play, even when not
speaking.
Cooperation During
Rehearsal Days
Audience
Participation
Group Evaluation
Projection During
Performance
Acting & Eye Contact
Concentration &
Focus During
Performance
Name:_________________________________________
Needs Improvement
8-9
Sometimes worked
with others, but
needed reminders
and/or redirection
from the teacher.
You were not always a
quiet and respectful
audience member. You
were sometimes alert,
paying attention, and
making eye contact. At
the end of most
performances, you
failed to clap
appropriately.
Below Expectations
0-7
Refused to work with
the group or was rude
or disrespectful to
group members.
You completed an
evaluation for each of
your group members,
but it doesn’t seem
thoughtful. Your
evaluations show that
you had some
struggles in your
group.
You submitted a
complete chart entry
for most of the
presentations, or your
submissions were
incomplete.
Audience could
understand some
words spoken. You
didn’t speak clearly
without mumbling.
Audience could hear
some words spoken.
Volume was either too
loud or too soft.
You sometimes used
expression, got into
character & made eye
contact with the
audience every once in
while. You may not
have rehearsed your
part enough.
Maintained character
through some of the
play.
You didn’t complete an
evaluation for each of
your group members,
or your evaluations
show a lack of
participation or
cooperation within
your group.
Grade:_________________
You were not a quiet
and respectful
audience member. You
were not alert, paying
attention, or making
eye contact. At the end
of the performances,
you failed to clap
appropriately.
You didn’t submit a
chart entry for most of
the presentations, or
your submissions were
extremely incomplete.
Audience had extreme
difficulty
understanding most
words spoken. You
didn’t speak clearly.
Audience had extreme
difficulty hearing most
words spoken. Issues
with volume.
You didn’t really use
expression or get into
character. Your eyes
stayed on your script.
It does not appear that
you rehearsed your
part.
Maintained character
only when speaking or
lost track of place.